which one of the following is an example of selection device reliabilitya an applicant was given

Name: which one of the following is an example of selection device reliabilitya an applicant was given the same interview score by five independent interviewersan applicant took a test a second ti 96643
Uploaded: 2023-04-24T18:18:07-08:00
Duration: 3 min 55 s
Channel: Madhur L
Description: which one of the following is an example of selection device reliabilitya an applicant was given the same interview score by five independent interviewersan applicant took a test a second ti 96643

Step 1: Understand the concept of selection device reliability. Reliability refers to the consis

Which one of the following is an example of selection device...

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Which question do you think is most valid for a test that assesses one's mood? a. How frequently do you have diarrhea? b. Do you like mystery novels? c. Have you felt more depressed than usual? d. Do you hear voices in your head? Which of the following examples implies good interrater reliability? a. Tom's score on the intelligence test was similar each of the three times he took it. b. The SETs were successfully able to predict student success in college. c. Ten different doctors using the same assessment tool concluded that John has bipolar disorder. d. None of these examples imply good interrater reliability.

Madhur L.

q1-a-test-designed-to-measure-intelligence-tends-to-show-similar-results-when-tested-on-the-same-individual-at-different-times-it-also-shows-that-different-evaluators-tend-to-rate-the-same-i-21812

A test designed to measure intelligence tends to show similar results when tested on the same individual at different times. It also shows that different evaluators tend to rate the same individual similarly. However, testing scores do not tend to correlate with other indicators of intelligence, such as grades, other standardized academic testing scores, or the scores of other intelligence tests. These results indicate that the test has high reliability but low validity, the test is unreliable and invalid, or the test has high validity but low reliability. Q2) When engaging in the practice of psychological testing, it is not the job of a psychologist to consider the individual and social impact of the use of the test. True False

James K.

There are various methods we can use to estimate the reliability/precision of a psychological test. We can estimate reliability using the test-retest method, the alternate-forms method, and/or the internal-consistency method. We can also estimate scorer reliability. There is not always just one correct way to estimate reliability/precision. Depending on the test, we might use one or more methods to gather as much evidence of reliability/precision as possible. Review four testing scenarios and state whether each method for estimating reliability/precision can be used or not (YES or NO). Then, briefly state why you chose that/those method(s). Be sure to cite why some methods are not appropriate. Finally, state whether scorer reliability is important for that test (YES or NO). **Note that the split-half method is not included as an option. Though split-half is easy to calculate, the other methods for calculating internal consistency are more precise. An instructor has designed a comprehensive math practical for students entering community college. The exam contains multiple-choice questions that measure a student's ability to read formulas, carry out math calculations, and solve word problems. To be sure students sitting next to each other will not have the same test, the instructor will be making two different tests to measure the same constructs. The tests are heterogeneous. Since students may score higher on the second administration purely because they have taken the test one time already, when gathering evidence of reliability/precision, the instructor can give the practical only once. However, the instructor needs to know how reliable the test scores are. Test-Retest Method: NO - The test-retest method is not suitable in this scenario because the instructor can only give the practical once. Alternate-Forms Method: YES - The alternate-forms method can be used in this scenario as the instructor is making two different tests to measure the same constructs. Internal Consistency Method - KR-20: NO - The internal consistency method using KR-20 is not appropriate in this scenario as the test consists of multiple-choice questions, which do not allow for the calculation of item-total correlations. Internal Consistency Method - coefficient alpha: YES - The internal consistency method using coefficient alpha can be used in this scenario to estimate the reliability of the test scores. Should we examine scorer reliability? YES - Scorer reliability is important in this scenario to ensure consistency in scoring between different examiners. An HR professional wants to assess employee attitudes about the quality of work life. She wants to be sure that her self-designed instrument is reliable. Her instrument contains 20 statements that employees will rate from 1 to 5. The HR professional has designed the instrument to be homogeneous. Test-Retest Method: YES - The test-retest method can be used in this scenario to assess the stability of employee attitudes over time. Alternate-Forms Method: NO - The alternate-forms method is not suitable in this scenario as the instrument contains 20 statements that employees will rate, and it is not feasible to create multiple equivalent forms. Internal Consistency Method - KR-20: YES - The internal consistency method using KR-20 can be used in this scenario to estimate the reliability of the instrument. Internal Consistency Method - coefficient alpha: YES - The internal consistency method using coefficient alpha can also be used in this scenario to estimate the reliability of the instrument. Should we examine scorer reliability? YES - Scorer reliability is important in this scenario to ensure consistency in scoring between different examiners. An Industrial and Organizational (I-O) psychology practitioner designed two parallel promotion tests for firefighters. Both tests required two fire chiefs to observe firefighters completing job-related activities (e.g., use and maintenance of safety equipment). Each firefighter was required to take two parallel tests rated by the same fire chiefs. Test-Retest Method: NO - The test-retest method is not suitable in this scenario as the tests require direct observation of job-related activities. Alternate-Forms Method: YES - The alternate-forms method can be used in this scenario as two parallel tests are being used to measure the same constructs. Internal Consistency Method - KR-20: NO - The internal consistency method using KR-20 is not appropriate in this scenario as the tests require direct observation and do not consist of items that can be scored. Internal Consistency Method - coefficient alpha: NO - The internal consistency method using coefficient alpha is not suitable in this scenario as the tests require direct observation and do not consist of items that can be scored. Should we examine scorer reliability? YES - Scorer reliability is important in this scenario to ensure consistency in scoring between different fire chiefs. A test developer is constructing a measure of critical thinking. The instrument consists of a number of anagrams and riddles - problems for which answers are not readily apparent until solved. The test score depends on the percentage of questions the test taker solved correctly. Test-Retest Method: YES - The test-retest method can be used in this scenario to assess the stability of critical thinking abilities over time. Alternate-Forms Method: NO - The alternate-forms method is not suitable in this scenario as the test consists of anagrams and riddles, which do not lend themselves to creating multiple equivalent forms. Internal Consistency Method - KR-20: NO - The internal consistency method using KR-20 is not appropriate in this scenario as the test does not consist of items that can be scored. Internal Consistency Method - coefficient alpha: NO - The internal consistency method using coefficient alpha is not suitable in this scenario as the test does not consist of items that can be scored. Should we examine scorer reliability? NO - Scorer reliability is not important in this scenario as the test score depends solely on the test taker's performance.

Jay P.

Transcript

00:01 Hello students, the question asked is do you think which question do you think is the most valid for a test that assesses one's mood? we have been given options here and the options are the first one which defines the mood.

00:36 How frequently do you have diarrhea? do you like mystery novels? c.

00:45 Have you felt more depressed than usual? it seems to be the correct option.

00:51 Now moving to the other one.

00:52 Do you hear voices in your head? the correct answer is d which says that do you hear voices in your head? this is directly related to the mood of a person as it assesses the auditory hallucinations which are related to the mood disorders in a person.

01:30 The second question asked is following examples implies good inter -rater reliability.

01:45 Here we have also been given options before answering this question let's know what is inter -rater reliability...

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